The intervention in this study focused upon effective test taking, defined as the capacity to use acquired subject matter knowledge to achieve test scores consistent with an individual's knowledge level. This approach also emphasized self-assessment and self-directed learning. The procedure was employed in efforts to enhance a class of medical technology students' performance on the American Society of Clinical Pathologist (ASCP) Registry Examination for medical technologists. The class receiving intervention was compared with two other groups of medical technology students. The intervention approach consisted of three major components: effective test taking instructional procedures, practice and feedback, and self-assessment procedures. A one-way analysis of variance indicated significant differences in performance, with the intervention group showing the highest mean performance on the Registry Examination. Results suggest the employed intervention approach can significantly influence Registry exam performance. (Author/DWH)